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Social Skills Interventions

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Social Skills Interventions

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Dr. Kristine Strong, gives best practices in Social skills and intervention. Dr. Strong is a Licensed Educational Psychologist in Northern California.

Dr. Kristine Strong, gives best practices in Social skills and intervention. Dr. Strong is a Licensed Educational Psychologist in Northern California.

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Social Skills Interventions

  1. 1. Parenting Children with Special Needs: A Focus on Social Skills QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture. Kristine Strong, Ph.D. Licensed Educational Psychologist #2314 Copyright 2012
  2. 2. Goals for Training:  Design a Specific Plan for Your Child Using Planning Sheet  Provide a Format for Collaborating with Your Teachers  Focus on Two Specific Methods for Supporting your Child:  Social Narratives/Social Stories  Social Skills Intervention Strategies
  3. 3. The Importance of Social Skills  Social competence or Social “Intelligence” is important to future quality of life  Peer relations, friendships, and social support networks are protective factors in the face of risk factors or challenges
  4. 4. Who Can This Help?  Children with attention and impulsivity challenges  Children with an autism spectrum disorder  Children with an emotional disturbance  Children with learning disabilities  Children with health impairments
  5. 5. Social Skills Overview  Focus on Pro-social behaviors, these lead to positive outcomes and include:  Cooperation  Assertion  Responsibility  Empathy  Self-Control
  6. 6. Pro-Social Behaviors  Cooperation:  Using free time appropriately  Making transitions  Assertion: QuickTime™ and a TIFF needed to see thisdecompres (Uncompressed) picture. are  Giving a compliment  Initiating a conversation  Responsibility:  Asking permission  Asking for help
  7. 7. Pro-Social Skills  Empathy:  Show appreciation of others  Expressing Concern QuickTime™ and a TIFF (Uncompressed) decompressor for others are needed to see this picture.  Self-Control:  Controlling anger in conflict situation  Responding to teasing
  8. 8. Desired Outcome: Positive Peer Relations, Friends QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture. • The ultimate outcome or goal for increasing social skills is to lead to the development of positive peer relations and friendships. Brainstorm: What leads to friendships?
  9. 9. Designing a Plan: Handout  Focus on one or two skills that will promote positive interactions with peers  Define the skill that you want your child to learn  Write out an action plan  Make it a plan you can use as a part of a daily routine  Collaborate with your child’s teacher/therapist
  10. 10. Social Narratives  Social Narratives are considered to be an evidence based practice  They are short stories based on real life situations and are specific to your child’s experiences  They are simple, to the point, and use visual supports such as pictures or drawings
  11. 11. Social Narratives cont.  Social Narratives can address:  Positive social interactions such as greetings, compliments, positive comments  Reducing repetitive or problem behaviors  Frustration, conflict resolution  Problem behaviors
  12. 12. Social Narratives: Step by Step  Step one: Describe a specific social situation relevant to your child’s social experiences  Step two: Define and target a specific skill or behavior-Collaborate with your teacher  Step three: Write a short story based on developmental level of your child using pictures or drawings  Step four: Implement - how often, when, where, who  Step five: Measure progress
  13. 13. Example Narrative  10 year old boy  Target skill: Initiate conversation with a peer at recess to increase positive social interactions  Review social story before recess and each morning, evaluate how it went after recess with teacher, and at home after dinner and homework is done--develop a home routine
  14. 14. Narrative: Initiating a Conversation  Pg 1:I am walking out to recess and see my friend Ethan.  Pg 2: He likes the Giants.  Pg 3: I ask him, “Did you watch the Giants last night and see Buster hit the home run?”  Pg 4: I ask him, “Who do you think is the best pitcher?”  Pg 5: I let him know if I agree or not.  Pg 6: We walk out to the playground.
  15. 15. Use in Daily Routines  White board in kitchen or other area where easy access, quick visual reference  Ready made one page or small booklets blank or with scripted prompts  Visuals such as cut out pictures, photos, or drawings
  16. 16. Reinforce what works  Give feedback daily on what worked  Evaluate and make changes to the narrative as needed  Update narratives regularly according to interests, social situations, peers  Encourage and use positive reinforcement, praise, social rewards
  17. 17. Curriculums/Programs That Work By Carol Gray
  18. 18. Curriculums/Programs That Work By: Michelle Garcia-Winner
  19. 19. Social Skills Intervention  Based on the use of positive behavior interventions and use:  Modeling  Direct teaching, coaching, rehearsing  Targeting specific skills, practice  Social Problem Solving  Using reinforcement systems, contracts  Monitoring progress
  20. 20. Social Skills Groups  Small groups of  Schedule regular three to four meetings children  Data collection  Similar needs  Work toward  Similar developmental generalization levels
  21. 21. Modeling  Choose skill you want to teach  Model the skill in a “mock” situation  Provide visual cues, pictures, sequence  Practice the skill, have your child model the skill in a mock situation  Evaluate, give feedback  Role play the skill using different scenarios or situations
  22. 22. Rehearsal  Help your child visualize a scene where he/she will use the skill.  Help your child practice visualizing themselves using the skill  Imagine how other people will respond.  Verbal rehearsal, using visual cues, verbally talk through the social interaction. A B C
  23. 23. Coaching  Verbal instruction, discussion, and evaluation of using a specific skill  Provide “rules” for behavior  Evaluate the possible outcomes of using a particular behavior
  24. 24. Example Lesson: Joining In an Activity  Introduce and define the skill  Identify key steps:  Get the attention of QuickTime™ and a the leader of the TIFF (Uncompressed) decompressor are needed to see this picture. group  Make a positive statement  Ask if you can join  Thank the group leader
  25. 25. Joining in a Group  Model and role play a situation  Choose different possible group situations, ie., recess, lunch table, before school socializing, in class group activities  Rehearse using visual cues, visualization  Set goals--ie., join in one group activity each day.
  26. 26. Volunteering to Help Peers  Discuss noticing when  Model and role a peer needs help play in volunteering  Define skill and what situations it means to volunteer  Ask students to  Identify Steps: Brainstorm  Notice someone situations needs help  Ask if he/she needs  Set goals--ie., to help offer to help a peer  Be cooperative once daily
  27. 27. Problem Solving Steps  Problem solving is characterized by the following:  Stress that a solution is possible  Remind student of previous successes  Define the problem  Generate potential solutions  Evaluate and choose a solution  Define steps to implement solution
  28. 28. Social Problem Solving Step 1: Define the Problem: What does it look like? When does it happen? When does this problem NOT happen? Step 2: What can we do about this problem? List 3 solutions Evaluate these solutions – will they help? Choose one of these solutions Step 3: How can this solution work? Explain how you will behave differently using a new solution to the problem. What will be different? Step 4: Practice your new strategy or solution Role play with your teacher and parent. Visualize using this strategy. Step 5: How did it go? What worked? How can you use your new strategies again? When will you need to use your new strategy?
  29. 29. Daily Behavior Report Card Student: _________________ Date:__________ Please rate this child’s behavior today in the areas listed below. 1 = excellent, 2 = good, 3 = fair, 4 = poor and 5 = very poor Please initial each row following your rating at the end of the activity being rated. Comments can be added when needed. Please make a copy for parents and provide them with feedback as indicated in the pa rent – school communication agreement. Behavior to be rated Activity/Subject Language Math Recess/ Science Arts Lunch Cooperation: Gets ready for next activity Social Skills: Accepts ideas from others Conflict Resolution: Uses Problem Solving Chart, Avoids Conflict Situations Comments:
  30. 30. Collaborate With Educators  Choose one or two specific skills to focus on for a three to four month period  Discuss resources available at your child’s school  Develop a plan with educational staff  Evaluate progress after initial 6 weeks
  31. 31. Resources  Gresham and Elliott: Social Skills Rating System  Gresham and Elliott: Social Skills Intervention Guide  National Professional Development Center on Autism Spectrum Disorders

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